6 SSiS IG Theoretical & Research Foundations5 Major Reasons for Social Skills DeficitsLack of KnowledgeLack of recognition of appropriate social goalsLack of understanding of behavioral strategies to reach social goalsLack of understanding of contexts & situations in which strategies would be appropriateLack of PracticeFluency deficitsInefficiency & response effortLack of CuesAntecedent control (discriminative stimuli)Setting eventsLack of ReinforcementCompeting Problem BehaviorsExternalizing behavior patternsInternalizing behavior patterns

7 Evidence-Based Social Skills InterventionsEvidence-based treatments (EBTs) vs. Evidence-based practices (EBPs)EBTs are interventions shown to be effective via rigorous research methodsMost rigorous research method is the randomized clinical trial (RCT)-Efficacy studiesEBPs are based on scientific research that supports use of interventionsEVIDENCE can be based on:Careful summary of extant research literature on a class of interventions (box score reviews)Meta-analyses of extant literature on a class of interventions (quantitative reviews)Levels of Evidence and EBPsFalse dichotomy: Evidence based or non-evidence basedResearch evidence does not fall neatly into this false dichotomyDistinguish among: Science, Pseudoscience, & NonsenseEvidence falls along a continuum of strong evidence to weak evidence to no evidenceDetermination of degree of evidence based on control of threats to valid inferenceInternal validityStatistical conclusion validityConstruct validityExternal validitySee Shadish, Cook, & Campbell (2002). Experimental and quasi-experimental designs for generalized causal inference

10 Summary EBPsMost effective SST strategies based on meta-analyses involving over 25,000 children & youth based on 338 studies are:ModelingCoachingBehavioral RehearsalReinforcement-based strategiesCognitive behavioral interventionsType 4 studiesCIP & IG programs use all of the above strategies for interventionOn average, about 65% of students will improve in SSTThese findings hold for elementary as well as secondary studentsSST equally effective for externalizing & internalizing studentsWeakness in many SST studies is quality of outcome measuresSSIS-Rating Scales improve upon this weakness

14 SSIS Classwide Intervention Program (CIP)Elliott & GreshamSSIS Classwide Intervention Program (CIP)The CIP provides teachers with a structured, yet flexible and efficient way to integrate opportunities to teach 10 of the most important social skills.The CIP has been developed for use by general education teachers in mainstream classrooms. The CIP blends instructional best practices and proven intervention methods to teach social skills.It is intended for all students from preschool to middle school and thus represents a universal intervention for 3 developmental levels: Preschool/ Kindergarten, Early Elementary, and Upper Elementary/Middle.SSIS / Pearson Assessments 2007SSIS Screening & Intervening 2007

15 Top 10 School Social Skills!*Elliott & GreshamTop 10 School Social Skills!*Listens to OthersFollows DirectionsFollows Classroom RulesIgnores Peer DistractionsAsk for HelpTake Turns in ConversationsCooperates with OthersControls Temper in Conflict situationsActs Responsibly with OthersShows Kindness to Others*Based on surveys of over 800 teachers rating importance of social skillsSSIS / Pearson Assessments 2007SSIS Screening & Intervening 2007

16 SSIS / Pearson Assessments 2007Elliott & GreshamCIP Covers the Top 10 Social Skills that All Students Need to be Successful!Listens to OthersFollows DirectionsFollows Classroom RulesIgnores Peer DistractionsAsk for HelpTake Turns in ConversationsCooperates with OthersControls Temper in Conflict situationsActs Responsibly with OthersShows Kindness to Others10 Units with 3 days of lessons per week. A lesson is typically mins.Units and lesson plans are structured using a 6 phase instructional model.Units are supported with Student Booklets, video vignettes, and a number of other resources to support student and parent involvement.SSIS / Pearson Assessments 2007SSIS Screening & Intervening 2007

21 Skills Measured by the PSGElliott & GreshamSkills Measured by the PSGThe PSG measures preschool through secondary school students' skills against grade-level expectations in four performance areas: prosocial skills, motivation to learn, reading, and math.It should be noted that the definitions change from the Preschool level to the Elementary level and finally to the Secondary level to reflect well documented developmental differences and changing grade-level performance expectations.SSIS / Pearson Assessments 2007SSIS Screening & Intervening 2007

22 SSIS / Pearson Assessments 2007Elliott & GreshamTeachers Make Criterion-Reference Judgments Using Performance Level DescriptorsEach performance area guide is a criterion-referenced, behaviorally-anchored, multi-level performance descriptor that summarizes several weeks of teachers' observations and interactions with students.The Prosocial Behavior performance descriptor with 5 levels is comprised of a set of three specific social skills (communicate and cooperates with others, initiate and sustain conversations/ interactions with others, and self-control and a concern for others) modified by a statement concerning quality or frequency with which the collection of skills is exhibited. The more frequent a student exhibits a behavior or the more competently the skills are expressed, the higher the level of performance for the descriptor.Teachers are asked to choose the performance level that best represents each of their student's current level of functioning. Thus, teachers compare each student to the behavioral criteria as opposed to comparing students to each other as commonly done with norm-referenced assessments.SSIS / Pearson Assessments 2007SSIS Screening & Intervening 2007

23 Evaluate CIP Outcomes & Assessment for Additional ServicesElliott & GreshamEvaluate CIP Outcomes & Assessment for Additional ServicesConduct post-CIP evaluation by completing SSIS PSGs and analyze change in performance levels.Document the CIP units were implemented as planned.Summarize classwide and individual progress monitoring records.Recognize student successes with Certificates of Accomplishment & communications with parents.Conduct more comprehensive assessments with SSIS Rating Scale for students who do not respond successfully to the CIP.Consider additional small group interventions with the SSIS Intervention Guide for some students who need more skills training.SSIS / Pearson Assessments 2007SSIS Screening & Intervening 2007

24 Comprehensive Assessment for Students Who are Weak RespondersElliott & GreshamComprehensive Assessment for Students Who are Weak RespondersThe SSIS Rating Scales (formerly calledthe SSRS) are comprehensive multi-rater(teacher, parent, & student) scale thatmeasures social skills, problem behaviors, &academic competence. English and Spanishversions.Norm-referenced on a nationallyrepresentative sample of students ages 3-18.Results used to plan interventions that areprovided in the SSIS Intervention Guide.The most widely used and technicallysound social skills assessment in the world.SSIS / Pearson Assessments 2007SSIS Screening & Intervening 2007

25 Uses of SSIS Rating ScalesElliott & GreshamUses of SSIS Rating ScalesComprehensive assessment of social skills (communication, cooperation, assertion, responsibility, empathy, & self-control) along with screening for problem behaviors (externalizing, bullying, internalizing, hyperactive/inattentive, & autism spectrum) and general academic competence. Completed for individual students in 20 mins.Used to compare students to a norm group of peers to identify individuals who are functioning below normative expectations and who may be candidates for intervention services.Primarily designed to identify specific social behavior acquisition and performance deficits that can be directly addressed with skill building interventions.SSIS / Pearson Assessments 2007SSIS Screening & Intervening 2007

26 Selecting Students for Tier 2 Social Skills InterventionHave classroom teachers rate all students on the PSG prosocial behavior itemSelect all students rated 1 or 2 on the PSGHave teachers rate students on SSIS-Rating ScalesSelect student with Total Social Skills <85 (+/- SEM)Identify social skills acquisition deficits, performance deficits, strengths, and problem behaviors (details later)

28 Classification of Social Skills Strengths & WeaknessesDescriptionCriteriaSocial Skills StrengthsStudent knows & uses social skills consistently & appropriatelyPerformance DeficitsStudent can use the skill but does so infrequentlyAcquisition DeficitsStudent does not sufficiently know skill or how to use it appropriatelyCompeting Problem BehaviorsBehavior interferes with acquisition or performance of a given social skillSocial skills subscale is above averageItem within subscale has a frequency rating of 3 & an importance rating of 1 or 2Social Skills subscale is below averageItem within subscale has frequency ratingof 1 & importance rating of 1 or 2Item within subscale has a frequency rating of 0 & an importance rating of 1 or 2Problem Behavior subscale is above averageItem within subscale has a frequency rating of 3

30 Results of Base RatesBase rates for acquisition deficits less than 1% across all age groupsBase rates for performance deficits not difference for teachers & parentsBase rates for performance deficits reported by students lower than teachers & parentsBase rates for performance deficits for teachers & parents not differentBase rates for social skills strengths similar for teachers & parentsBase rates for social skills strengths reported by students lower than those reported by teachers & parentsBase rates for problem behaviors very low in general population (<1% for teachers & parents, but higher for students (Mdn=5%)

31 Examples of Social SkillsCOMMUNICATION SELF-CONTROLTakes turns in conversations Makes a compromise during a conflictMakes eye contact when talking Stays calm when teasedCOOPERATIONFollows your directionsFollows classroom rulesASSERTIONAsks for help from adultsQuestions rules that may be unfairRESPONSIBILITYRespects the property of othersTakes responsibility for own actionsEMPATHYForgives othersFeels bad when others are sadENGAGEMENTMakes friends easilyInvites others to join in activitiesSSIS / Pearson Assessments 2007

36 Social Skills Taught in IGCommunication BehaviorsTakes turns in conversationsSays “Please” & “Thank you”Cooperation BehaviorsPays attention to othersFollows directionsPays attention to workAssertion BehaviorsExpresses feelingsAsks for helpStands up for othersResponsibility BehaviorsRespects others’ thingsDoes the right thingDoes part in group

37 Social Skills Taught in IGEmpathy BehaviorsMaking others feel betterDoing nice things for othersEngagement BehaviorsAsks others to do things with youGets along with othersIntroduces self to othersSelf-Control BehaviorsMakes compromisesStays calm when criticizedStays calm when disagreeingStays calm when pushed or hit

38 SSiS IG Instructional StrategiesTell (Coaching)Provide learning objective for featured social skillIntroduce skill via questionsDefine specific skill & stress key wordsDiscuss why skill is importantOutline steps for performing the skillShow (Modeling)Model the behavior (positive example & negative example)Discretely model each of the major steps for performing the skillWith a student helper, direct a role play of a typical situationLead a discussion of alternative behaviors to accomplish social behavior objectiveDo (Behavioral Enactment)Ask students to define the skillAsk students to state steps in performing the skillAsk students about the importance of the skillAsk students to model the skill in role playsAsks students to provide performance feedback

39 SSiS IG Instructional Strategies (continued)Practice (Behavioral Rehearsal)Review & apply skill in workbook activitiesHave pairs of students practice the skill steps & provide feedbackEncourage use of skill in class sessions outside SSiS IG lessonsMonitor Progress (Self Monitoring)Ask students to think about well they are performing the skillAsk students to complete a self-monitoring chartGeneralize (Generalization & Maintenance)Give a homework assignment to use skill in other settingsHave students demonstrate skill with other people

44 Competing Behaviors & Matching LawRelative rate of behavior matches relative rate of reinforcement for behaviorResponse rate=Reinforcement rate (“matching”)Matching involves “choice” behaviorBehaviors having higher rate of reinforcement will be “chosen” more frequentlyExample of matching:Aggressive behavior reinforced every 3 times it occursProsocial behavior reinforced every 15 times it occursAggressive behavior will be 5 times more frequent than prosocial behavior15/3=5 (matching)

45 Replacement Behavior Training RBTRBT based on premise of functional behavioral assessmentGoal is to identify positive replacement behaviorRBT depends on identifying functionally equivalent behaviors”2 or more behaviors are functionally equivalent if they produce similar amounts of reinforcementExample of functionally equivalent behaviors:Child engages in disruptive classroom behaviorFBA hypothesizes that disruptive behavior is maintained by social attentionRBT would identify prosocial behavior that results in social attention (work completion, paying attention to teacher, compliance with class rules)